Singuistics is an innovative online learning tool in the form of a music game. The platform allows users to develop a foundation for learning Inuktitut, the language of Canada’s Inuit. Web-based learning objects, or tools, can be helpful in facilitating learning. Learning through forms of play or in games can also positively influence learners’ success. Singuistics is found to align with several important pedagogical foundations in its design that help facilitate learning. Not surprisingly, as a user-controlled game-based object, the Singuistics learning tool can be connected to the constructivist learning perspective. The tool includes important elements of gamification and aligns with features of engagement and experiential learning theory. As a tool for use in Inuit communities and schools in Canada’s Arctic, Singuistics fits with an Aboriginal pedagogical approach.Singuistics is developed by a Nunavut game design company called Pinnguaq:

http://www.pinnguaq.com/index.php/en/services/singuistics-menu

Here is a video I created in order to show a brief demo/introduction of the the Singuistics tool. I did this using quicktime and a direct ipad/computer connection.

Learning tool descriptionThe Singuistics language learning web-application presents as a tool for young learners. However, in the Nunavut context, many non-Inuktitut speakers come to the territory. Often they have little or no background knowledge of the language but a keen interest in learning. In this way, the tool could be equally useful to young Inuktitut first language speakers as well as adults with a desire to learn the language. The Singuistics learning object helps users learn to understand and pronounce basic Inuktitut words and phrases through traditional and original songs accompanied by related original works of art created by Inuit artists (Pinnguaq, 2013). The application wraps the language learning within an immersive cultural experience that serves as a reinforcer for Inuit learners and an introduction to people new to the language and the culture (Pinnuaq, 2013).In the context of web-based learning toolsIn general two types of web-based learning tools are recognized, direct instruction and constructive instruction models (Kay, 2013). Direct instruction models usually transmits a concept directly to the learner and then tests for understand through questioning (Kay, 2013). Constructive models take the form of interactive applications that support learning through increasing the effectiveness of learners’ cognitive learning processes (Kay, 2014). This approach aligns with Constructivist Theory in terms of educational design that promotes thinking, deep understanding and the application of knowledge to real-world contexts (Bryant & Bates, 2015).The Singuistics application fits the constructive model and allows learners to interact directly with the content in an engaging interface. As users listen to and sing along with the musical presentation of the Inuktitut language they also see the words appear on the screen as well as related images that reinforce the concepts behind the words being learned. Taking the constructive instruction approach may have disadvantages, however. Due to its basic, introductory nature, the Singuistics tool will mostly likely be used by learners who have low levels of prior knowledge related to Inuktitut, the language the tool is designed to help teach. This opens the tool to some criticism stemming from research that suggests a constructivist instructional pedagogy may have limited effectiveness for early stages learners who would benefit from greater guidance (Kirschner, Sweller & Clark, 2006). By incorporating other elements of sound pedagogy and learning theories, the tool may still be a useful learning tool.

Learning theory and pedagogical principlesConstructivist pedagogy is often cited as a key design principle in successful online learning experiences (Chitanana, 2012). In addition to interactivity, another, often cited, key feature of constructivist pedagogy is collaboration with the instructor and other learners (Bryant & Bates, 2015; Chitanana, 2012). In the Singuistics model, the application itself serves as the instructor and while engaged in the learning process users do not interact with other students. This lack of immediate community interaction could be considered a shortfall of Singuistics. However, users are presented with the option of recording themselves singing the songs. The recordings can be shared with friends or teachers to promote discussion, peer and instructor feedback and so a level of interactivity is afforded. Learner reflection is also mentioned frequently in literature on the constructivist approach (Bryant & Bates, 2015; Chitanana, 2012). Learning environments that foster student reflection are found to enhance learner participation and encourage active learning (Chitanana, 2012). Singuistics provides users the opportunity to record and listen to their own performance as they learn to sing and pronounce Inuktitut words. In this manner an opportunity for reflection exists, though it is not formally identified or called for. At best this represents a limited opportunity for learner reflection for which the tool could be criticized.Web-based learning tools, by encouraging user interactivity, often promote learners to become more deeply involved in the learning process, encouraging them to explore through problem-solving and investigation (Kay, 2014). More specifically, web-based learning tools within a constructivist framework often engage learners in exploring in order to try things out and learn by experiencing (Kay, 2013). Encouraging users to learn by self-directed experience fits with the constructive instruction design model literature which suggests design of web-based learning objects should be user-centered (Hadjerrouit, 2010).Games are arguably among the most user-centred interfaces. Kapp (2012) found that game-based techniques have the potential to engage, inform and educate. As a learning object with game-like characteristics, Singuistics can be evaluated with the emerging field of gamification. Gamification is broadly defined as the use of game design elements and mechanics in non-game settings (Dominguez, Saenz-de-Navarette, Luis de-Markos, Fernandez-Sanz, Pages, Martinez-Herraiz, 2013). Incorporation of games and gaming into everyday life is not new to human culture (Seaborn & Fels, 2015). Games have been used since the dawn of recorded human culture as tools including for the purposes of training (Seaborn & Fels, 2015). Seaborn and Fels (2015) wrote that games and gamification within human culture are firmly entrenched. So it should not be overly surprising to see gamification being incorporated into modern education contexts. Applications of gamification in education are described as the use of game elements for scholastic development (Seaborn & Fels, 2015). Web-based learning objects within the conception of gamification draw inspiration from games and the elements that make up games (Seaborn & Fels, 2015). Research on gamification in the digital age indicates that incorporation of game-like elements in web-based education contexts could be helpful in increasing student motivation and engagement (Dominguez et. al, 2013). More specifically, Dominguez et. al (2015) report that gamification mechanics could be used to motivate and trigger desired behaviours in students. Dominguez et. al (2015) presented four criteria for effective gamification of educational leaning object: immediate feedback; productive learning; information on demand and self-regulated learning. Further, customizable, non-linear task sequences that offer freedom to the user are also presented as desired gamification qualities (Dominguez et. al). Seaborn and Fels (2015) describe an emerging consensus in research on “extrinsic and intrinsic motivation expressed self-determination theory and user-centred design” as foundational underpinnings of gamification. The objective of using gamification as an approach to learning object design is to change behaviour in end users including increased participation and improved performance (Seaborn & Fels, 2015). Kapp (2012) found that game-playing experiences can change a person’s real-life perceptions and in some circumstances can improve engagement which leads to an improvement in encoding and later recall.Lack of motivation in more traditional online learning settings was attributed in part by Dominguez et. al (2015) to limited capacity for interaction. This could be considered a flaw in the Singuistics design as the only interaction offered within the learning object is to share performances after the fact (Pinnguaq, 2013).

Not surprisingly, learning objects underpinned by sound instructional pedagogy are found to be more effective than those that are not (Buzetto, 2006). Dabbagh (2005) wrote that, to be effective, web-based learning tools must be grounded in epistemological frameworks. To varying degrees the Singuistics tool incorporates elements of instructional design principles and learning theories.

Engagement Theory is another pedagogical approach that features in the design of many online learning tools. Engagement Theory is underlined by the notion that students need to be meaningfully engaged in their learning, and have a sense of control over their learning (Kearsley, 1998). Engagement theory also emphasizes learning object designs that may lead to or parallel academic learning but have a non-academic focus (Miliszewska & Horwood, 2004).As stated previously, the Singuistics tool may present as a learning object for young learners but several of its features may appeal to adult learners. Many adults who move to Nunavut have a desire to begin learning Inuktitut and to learn about Inuit culture. It has been noted that adults’ use of technology for learning purposes most often takes the form of informal learning at home (Selwyn, 2013). The easy accessibility and informal play-based interface of Singuistics increases the likelihood that adult learners may utilize it. The theme of greater learner control and direction of the learning experience found in many web-based learning objects branches into other theories and principles related to adult learning. Broadly, Knowles’ (1980) model of assumptions about adult learners, Andragogy, describes giving broad freedom to learners and instructional design keyed to allowing learners to be self-directed and apply their learning right away. By their nature, web-based learning objects are openly accessible to learners at the times and from the access points of their choosing. This relates to Caffarella’s (1993) adult learning-related work on self-directed learning that calls for learners to have greater control to self-initiate the learning process with more autonomy and an opportunity to pursue their learning outside of traditional educational boundaries. Self-directed learning theory emphasizes design that allows students to pace and space their learning according to their needs (Song and Hill, 2007). Further, Song and Hill’s (2007) work in the area of self-directed learning connects to the notion of learners diagnosing their learning needs, especially in online contexts. They found that online learners are more likely to monitor their own comprehension. Singuistics learners access the application and all associated content within a web-based online learning environment. Song and Hill (2007) articulated the flexibility of online learning environments as having a permanency of communication located where learners can access it conveniently and repeatedly. As a downloadable application, Singuistics certainly fosters accessibility and in fact the intention of the object is that learners will access it repeatedly in accordance with their learning needs.

Kolb and Kolb’s (2005) work related to experiential learning theory and learning styles and spaces emphasizes the need for diverse learning spaces and locomotion among them. An important element of this is the notion that learning results from transactions between the learner and the environment (Kolb and Kolb, 2005). According to Kolb and Kolb (2005) in the experiential learning theory model, knowledge is created within the process of experience. Experiential learning theory also calls for learners to be given room to take action and apply their learning, and also to be able to take control of the process. By their nature, web-based learning objects afford learners opportunities for the described types of experiential learning modes. This includes the freedom for learners to progress through the learning at the pace and in the space of their choosing. Increasingly, web-based learning objects provide learners a variety of modes of expression from text-based responses, to audio and video recordings. The Singuistics tool allows users to learn experientially by being able to move along at their own pace and to repeat segments as many times as they like. Additionally users of the Singuistics tool can choose their preferred mode of learning by reading the onscreen text, listening to the sung words, singing along or any combination of their choosing. Further, Singuistics learners can also focus on visual cues within the provided and related visual art that accompanies the songs. The music-based delivery model of the language learning in Singuistics also increases the accessibility of learners with a variety of preferred learning styles.

Web based learning objects can be incorporated with learning theories and design principles, as presented above, can be considered applicable to learners in general. The Singuistics tool may have additional relevance for Aboriginal learners and in particular Inuit learners. Cummins (2001) found that incorporating the language and culture of Aboriginal students into learning objects may improve student outcomes and result in greater Aboriginal student engagement. This type of learning design has been referred to as culturally responsive teaching (Sharma, El-Atwani, Rahatzad, Ware, Phillion & Malewski, 2012). Culturally responsive learning objects would ground curriculum and learning objectives in local context and embrace the knowledge students bring with them to the learning experience (Sharma et. al, 2012). Singuistics certainly incorporates Inuit language and culture into the application. The tool makes use of modern and traditional Inuit art produced by Inuit artists, the songs presented are traditional Inuit folk-songs performed in Inuktitut and the language presented is Inuktitut in both the traditional syllabic script as well as Roman Orthography (Pinnguaq, 2013).The concept of Aboriginal Pedagogy is relevant to consider in the evaluation of this tool. Research conducted in the field of Aboriginal pedagogy indicates a value placed on experiential learning and out-of-school experiences (Cottrell, Pearce, Pelletier, & Preston, 2011). The Singuistics music language application is an experiential learning tool in that learners experience the sounds, words and artistic visuals of the program as they practice becoming more proficient in singing the songs themselves. Aboriginal pedagogy is also focused on allowing for self-determination and independence (Cottrell, et al. 2011). This connects to the previous references to self-directed learning in general presented earlier, but also affirms the Singuistics design aspect that encourages learners to sing along and practice at their own pace as they work toward more sophisticated pronunciation and language understanding.

Conclusion

The Singuistics online learning game is an innovative tool that aligns with relevant learning theories and pedagogical principles. The learning game is potentially relevant for language learning in adult learning contexts as well as in early learning contexts. The tool can also be criticized within the framework of learning theory and pedagogy in that it may not be most effective for early stage learners who would benefit from greater instructional guidance. Additionally, greater opportunity for learners to collaborate and reflect on their progress would improve the learning game. Overall, Singuistics is an engaging learning game in a field where few such tools exist.